Performance Excellence in Business Operations Essay

Execution Excellence in Business Operations - Essay Example An expansive technique including minimisation of vitality use and environmental change sway, a decrease in discharges into the earth, better asset the board through reusing and shirking of substances of worry for the vehicle is currently important for the car business. Automakers must guarantee acknowledgment for their items and enhance fills utilized for vehicles. Down to earth usage of the car business procedure for the future must include execution of natural control frameworks dependent on the ISO 14001, greening of creation and coordinations, thought of the vehicle life cycle and a decrease in vitality utilized for assembling autos. Squander reusing, along with a decrease in the utilization of water for assembling and minimisation of hurtful items into the earth bolsters the ideal natural procedure. Structure and development concentrating on eco-friendliness, reusing, decrease in tailpipe outflows, evasion of substances of concern and utilization of inexhaustible assets and mate rials for cars must proceed to shape and help continue what's to come. Significant car makers around the globe keep on stressing on the recently referenced endeavors to guarantee a future for the car, yet a specific accentuation is missing for the accompanying: Serious and purposeful endeavors to plan vehicles that work on put away electric vitality, maybe on the grounds that this will require an extreme takeoff from the car idea as we probably am aware it when benefits financial matters despite everything bodes well. Endeavors to make the adjusting and support of cars present lower ecological effects. Despite the fact that enactment currently obliges car makers to accept accountability for reusing vehicle segments and cars toward the finish of administration life, producers have abstained from introducing unmistakably how they mean. Therefore, it isn't yet clear if reusing and recovery of vehicle parts and autos won't have complex natural effects that may worsen the ecological effe ct of the car over its life cycle. Substance Part 1: Research Report Introduction 1 Approaches to Environmental Management for the Automobile Industry 2 Operational Aspects of Environmental Management for the Automobile Industry 5 End-of-Life Regulation and Recovery Technology for Automobiles 10 Best Practices for Environmental Management in the Automobile Industry 13 Conclusion 17 Bibliography/References 20 List of Figures Figure 1: Product Environmental Performance Indicators for an Automobile Spare Part 9 Figure 2: Toyota’s Environmental Action Plan 15 Part 2: Personal Reflection on Team Presentations Introduction 27 Reflections 28 Conclusion 32 Bibliography/References 33 (This page purposefully left clear) Part 1: Research Report Introduction In the current day and age, the car business must defy the twin dangers of financial and ecological weights (Wells, 2010, Pp. 1 †10). As per Wells (2010, Pp. 1 †10), not exclusively is the world presently recouping from a p rospering monetary log jam, yet in addition the weights forced on the planet by human exercises is currently arriving at basic levels with dangers to the earth and the biological system aggravating issues. The future presents a wide decrease in petroleum derivative creation and a decrease in normal stores to fulfill the vivacious hunger of mankind. With more than one billion vehicles populating earth, the globe is quickening towards the

Greek tragedy Essay Example for Free

Greek catastrophe Essay A view from the extension was composed by Arthur Miller in 1947. Arthur Miller utilizes a scope of sensational methods adequately all through the play to make pressure and anticipation, yet especially in the peak toward the start of Act 2. These sensational impacts comprise of; Stage bearing, Greek disaster, Foregrounding, Scenery, activities, for example, strain and peak lastly emotional incongruity. In a view from the extension, the focal topics are, love, equity, family, the law and codes of respect. Together, they increment the characters advancement, so as a group of people we relate to the characters individual perspectives, considerations and conclusions. Emotional incongruity, is the point at which the crowd comprehends what will occur before the Protagonist is implanted inside the content. A case of sensational incongruity in the play is when Eddie gets back alcoholic while Catherine and Rodolpho are upstairs in the room having intercourse. This makes pressure and tension between the characters and furthermore the crowd, as we definitely know about Eddies contempt for Rodolpho in light of Catherines adoring sentiments towards him. Arthur Millers utilization of the particular components of a Greek Tragedy make the play incredibly serious. The standards of a Greek disaster comprise of; A hero which bites the dust toward the finish of the play The hero is plainly Eddie, as he is the focal character and furthermore tragically passes on toward the finish of the play, he is severely executed by Marco. A chorale is additionally required in a Greek catastrophe, The melody clarifies and portrays the plot The tune in the play is Alfieri as he is the reporter, he sets the scenes drastically and furthermore advises you what will occur in the up and coming scene/segment. The hero is basically acceptable yet his/her destiny is fixed by a focal defects in character This is quickly reflected towards Eddie, as he was cherishing mindful and defensive over Catherine to beginning of with. He states-Now dont disturb me Katie, your strolling wavy! - This makes Eddie appear to be furtively fixated on Catherine as it would seem that Eddie doesn't need Catherine to grow up, by not letting her spruce up like an ordinary multi year old young lady would. Prior to the passing of the legend, he has a snapshot of self comprehension Eddie gets wounded by Marco toward the finish of the play, however before he bites the dust he has an individual snapshot of self-comprehension and pardoning. Eddie, Beatrice and Catherine share their last farewells, openly. Eddie at long last expresses My B! It seems as though he needs her to pardon him for all the difficulty and disobedience he has caused, Over something he could of effortlessly let go of, yet unfortunately didnt. This is an enthusiastic time for the give and crowd a role as Eddies passing was not expected, particularly by Marco. The crowd feels both sympathy and abhorrence for the legend at various focuses. - At times Eddie can discharge outrage, disappointment and inconvenience towards the crowd and characters, by doing this Eddie loses his sympathy from the crowd. Eddie begins with physical clash with Rodolpho. This makes a great deal of pressure, with every scene of contention getting more extraordinary than the one that went before it. The strained climate during the boxing scene toward the finish of Act One communicates Eddies mystery desire towards Rodolpho, which results in Eddie discharging his disappointment by physical brutality. Eddie fires at Rodolpho-You cannot hurt me [Rodolpho all the more truly, hits at Eddies jaw] The crowd won't affirm if Eddie meddling in Catherines and Rodolphos relationship which incorporates physical strain. There are likewise times when the Audience identify with Eddie, as he is being cherishing and mindful and attempting to make the best decision, while Catherine acts childish and overlooks him. The character Alfieri has a significant job in the play A view from the extension. Alfieri acts both as a storyteller and analyst however his principle work is to offer plans to the crowd to set them pondering the message of the play. Alfieri additionally isolates each demonstration into informal scenes, and advise the crowd on any missed activity. Alfieri is a character in the play but then his recommendation is objective and thoughtful. Alfieri is the principal character to talk in the play; he accordingly puts things in place and advises the crowd the foundation to the activity. He is a legal counselor however around there of Brooklyn the individuals doubt the law, he lets us know A legal advisor implies the law, and in Sicily, from where their dads come, the law has not been a cordial thought since the Greeks were beaten. This discourse quickly sets up pressure between Alfieri, a delegate of composed law and the Italian migrant network, who want to keep their own law. Alfieri comprehended Eddies love for Catherine was difficult to control. Alfieri understood Eddies in a manner Beatrice proved unable. It aint decent Eddie This shows Beatrice goes up against Eddie more than she really Comforts him, though Alfieri states-Yes yet those things need to end Eddie. This shows Alfieri comprehends Eddie mentally while gradually and influentially attempting to guide him out of his agonizing problem. Stage Directions are significant in dramatization and this is obvious in Arthur Millers A view from the Bridge. Stage headings give entertainers and executives character inspiration and this permits on-screen characters to make authentic characters and clarify a characters activities and sentiments. They likewise feature characters feelings that are by implication depicted through stage headings, particularly while portraying the fundamental focal point of the play. , Eddie Carbone. In the start of act one, Catherine seemed, by all accounts, to be a very inviting, sure young lady. I just got it, you like it? Catherine ventures herself in this scene as a youthful, bashful young lady who doesn't have a lot of information outwardly world as she has been over-ensured by Eddie for her entire life. [She turns for him]-Arthur Miller utilizes an assortment of stage bearings to create Catherine as a character. The stage bearings in the start of act one are subtly private and sort of shows a trace of sexual strain among Catherine and Eddie. [wipes her hand over her skirt]-Not numerous nieces do these coy flexes with their uncles, yet for Catherine this appears as it isn't unexpected to spin and being a tease. When Rodolpho shows up, Catherine is by all accounts getting more grounded and more valiant towards Eddie. She feels as though she is autonomous and unrivaled. [She liberates her arm, ventures once more into the bedroom] Catherine liberates her arms from Eddie, Arthur Miler utilizes stage bearings adequately in this area as it is assembling Catherines character from a Shy, second rate, little young lady into a solid disapproved, childish, prevalent lady. This drastically changes the crowds impression of Catherine. Catherine has consistently had a guiltless affection toward Eddie, however Eddie misinterprets it which causes their dad and girl relationship to appear to be increasingly sexual and possessive. [As she endeavors to free herself, he kisses her on the mouth] Eddie was clearly flushed when this stage bearing was performed, yet when your alcoholic your actual emotions come out and Eddies enthusiastic love for Catherine had at last been . explicitly discharged. This massively affected the crowd as Arthur Miller made tension in this area. While Eddie is explicitly fixated on Catherine, Catherine simply needs unqualified, parental love from Eddie and Romantic sexual love from Rodolpho. Catherine later blasts out Ill Kill you-If Catherine was furtively enamored with Eddie like Eddie was with Catherine, she would have not take steps to murder him. At the point when Catherine and Rodolpho are home alone, there is pressure developing. Catherine begins inquisitively addressing Rodolpho, Suppose I needed to live in Italy. She is trying his affection for her, as Eddie had educated Catherine that Rodolpho is most l;likely utilizing her equitable to be an American Citizen. Catherine would not accept this however Eddie may of showed signs of improvement side of her. Catherine later detonated with-You dont know, no one knows! - This is indicating Catherines disregard and disengagement from Rodolpho and Eddie. She Presumes that nobody gets her, yet the crowd thinks shes just befuddled as she doesn't have the foggiest idea who to trust.

She works hard for the money

She works hard for the money Its so nice to be graduated I can make lists of things that Ive done and call them blog entries! Hooray! I know a lot of people are thinking about their fall schedules right now (I mean, a lot of freshmen most upperclassmen are probably still trying to erase memories of their spring schedules), and Ive heard several people wonder whether they will be able to hold a job and successfully complete their schoolwork, so I thought Id talk a little about the jobs Ive had at MIT. Ive had a job of some sort since Registration Day of my first term at MIT, and Im glad that I did. In an obvious sense, money is good, and Ive always felt that the less money I had to beg from my parents, the better. They paid a lot of money for my education, and the least I could do was try to pay for makeup at Sephora and nights out at the movies, yeah? I never felt that having a job impaired my ability to do my homework in fact, Ive found that having a job and participating in an extracurricular activity have helped me acquire my ninja-like time management skills. When you know you have to go to work, you have to think twice about turning off your alarm and sleeping through an entire school day, unless you are exceptionally good at faking sick to your boss. I think that first-term freshmen should be careful not to overcommit themselves, but working two or three hours a day is almost certainly not going to overcommit you to anything. As a first-term freshman, youll probably be in class only four or five hours a day. Youre probably used to being in class seven or eight hours a day; you could use those extra hours to watch Cartoon Network and eat Cheetos, or you could use them to earn some money. Your choice. Librarian August 2002 May 2003 My job as a student librarian at the LLARC (Language Learning and Resource Center) was actually the first job Id ever held I was way too absurdly busy in high school to work. I heard about the job during cheerleading tryouts, when Maritza 03, the captain that year, told everybody that the LLARC was hiring and that we should all go apply. I worked seven hours a week during fall term and eight hours a week during spring term; I usually worked two hours a day. I got paid campus minimum wage, which is $8.75 an hour, and I was responsible for checking out books and other media to patrons, keeping library materials in order, and doing weekly chores like dusting the bookshelves. It was a very good job for a freshman, because theres a lot of downtime, so I was pretty much stuck at work with my homework for a few hours on end. I got a lot of homework done that year while getting paid to do it. Pretty good deal, if I do say so myself. Lab Monkey June 2003 August 2003 Like I said the other day, I got a ten-week internship at the National Institute on Alcohol Abuse and Alcoholism the summer after my freshman year. (My postdoc told me at one point that hed picked my resume from the pile of applicants because he was curious to see what an MIT cheerleader was like. For those of you keeping score at home, thats two jobs so far which are directly attributable to the cheerleading squad.) I spent the first few weeks of the summer getting all my safety training and learning how to do things like PCR and gel electrophoresis; I helped a little with a project to find candidate genes for alcoholism. My major project that summer was to genotype 300 rhesus macaque monkeys at six genomic loci using PCR and a big expensive capillary gel electrophoresis machine worth approximately as much as my life. It was time to breed the macaque colony (which was a test population for studies on genetic and environmental contributions to alcoholism), and in order to set up breeding pairs, the postdocs needed to know which macaques were closely related to others. I dont think I got paid much hourly (the NIH is the federal government, after all), but my stipend checks came monthly, and Id never seen checks for so much money made out to me. I loved my NIH job, and I happily worked overtime with no compensation so I could finish the project before I had to leave. Lab Rodent August 2003 July 2006 During my summer at the NIH, I decided it would be a good idea to look for a UROP. I emailed about ten professors whose work sounded interesting to me, sending my (admittedly skinny) resume and a short cover letter explaining why I would make a good little worker bee in their laboratories. I got two responses, one from the professor I work with now (Morgan), and one from the professor next door (Yasunori). I interviewed with Morgan, and he offered me the job on the spot, so I never even interviewed with Yasunori I dont think he even remembers, though. At any rate, Yasunori always talks to me in the hallway, so if he remembers, it didnt hurt his feelings. (Note here that I got the UROP because of my previous experience at the NIH so mark this one as an indirect instance of the cheerleading squad getting me a job.) I am not so much inclined to talk about what I do in my UROP, as Ive talked about it five majillion times on this blog and its starting to bore me. At any rate, I work full-time during summers and IAP, and about 15-18 hours a week on average during term (although working 20+ hours wasnt terribly unusual for me). I get paid through Morgans research funds (not by the UROP office) Im actually funded by a grant from the Japanese research institute RIKEN. Ive been at the lab longer than most of the postdocs and grad students who are there now. Been there forever, yep yep. Blog Queen July 2005 August 2006 Im sure I dont need to say anything about this job (duh), but check this out. Ben offered me the blog job because hed seen me posting on College Confidential and I started posting on CC because there was a thread about MIT cheerleaders and I was defending my kind. So apparently if you want a job, the best thing to do is join the MIT cheerleading squad. Questions 1. Jason said I plan to take course 16.50 Introduction to Propulsion this fall, and I want to prepare in advance. I would like to know is there anyway I could get information about what textbook would be used in this course? Well, two things. First, the textbooks required for MIT classes arent listed anywhere online, and the only way to find out which books you need is to physically go to The Coop in Kendall Square and look. This is the Coops evil way of trying to discourage you from buying textbooks online. Still, even though the Coop opens the book section criminally late, there will still be plenty of time to order the book online after finding out what it is. Second, you could check out the community book trading sites BookX has a listing for two 16.50 books, and generally speaking the books stay the same from year to year. I dont know the URLs of the other two sites we used to have one site for the whole community, but it shut down last year, and since then things have become rather randomly chaotic. APO also does a book exchange every semester. I should mention that some course 16 classes dont have textbooks 16.05, which Adam took this spring and which is the prereq for 16.50, didnt have a book, just a course reader available at CopyTech. 2. Jon said, I dont know if youve ever been there, but Pirates Cove has seriously got to be one of THE BEST minigolf courses in America. If you havent been, check it out! We were actually going to go to Pirates Cove (because whats cooler than pirates? nothing), but a) it was hot, so we wanted a water park, and b) Adam was nervous about driving that far. :)

The Discovery Of The Delta Mariner - 2096 Words

On the night of January 26, 2012 at approximately 2001 hours central time, the vessel M/V Delta Mariner collided with the Eggner’s Ferry Bridge near Aurora, Kentucky. She was a roll on/ roll off vessel which at the time of the accident, was carrying NASA booster cores for the Atlas V rocket. The Delta Mariner was 286.8 ft. long and measured 82 ft. across. At her tallest point at the moment of impact, she measured to be 53.43 ft. With the height of span B, the main navigation span, being 57 feet high, the Delta Mariner would have had 3.57 feet of clearance from her highest point to the lowest point of navigation span B. Instead of transiting under this span, her intended route, she transited under span E which was approximately 7.43 feet too short for the Delta Mariner, an 11 foot difference. If the bridge team at the time not relied on the contract pilot’s incorrect guidance, and used the available navigation tools such as the ECS (electronic charting system), she would have navigated under the correct span and avoided the collision with Eggner’s Ferry Bridge (National Transportation Safety Board [NTSB], 2013). Foss Maritime Company was the owner and operator of the Delta Mariner at the time of the accident. Being known for a safe working environment, they implemented regulations within its fleet that are not required among vessels navigating inland waters. Among these regulations are hiring contract pilots to be a part of the watch to aid the navigation of their vesselsShow MoreRelatedThe National Transportation Safety Board and Aviation Safety Essay2461 Words   |  10 Pagesits limited investigative resources to those accidents that will generate the most safety benefits. Not all aviation accidents are investigated by the Board, however all aviation accidents are required to be reported to the NTSB within 48 hours of discovery. Specific to aviation, the Board’s investigative response is limited primarily to the following scenario s: nbsp;nbsp;nbsp;nbsp;nbsp;All accidents involving 49 CFR Parts 121 and 135 air carriers; nbsp;nbsp;nbsp;nbsp;nbsp;Accidents involvingRead MoreRevolutionary Changes in the Atlantic World, 1750–185010951 Words   |  44 Pagesother goods. 3.The most successful new export was palm oil that was exported to British manufacturers of soap, candles, and lubricants. The increased export of palm oil altered the social structure of coastal trading communities of the Niger Delta, as is demonstrated in the career of the canoe slave Jaja who became a wealthy palm oil trader in the 1870s. 4.The suppression of the salve trade also helped to spread Western cultural influencesRead MoreProject Mgmt296381 Words   |  1186 Pagesprocess: You picked out a set based on price and feel. Today, there are golf clubs for tall players and short players, clubs for players who tend to slice the ball and clubs for those who hook the ball, high-tech clubs with the latest metallurgic discovery guaranteed to add distance, and so forth. Project management is critical both to development of customized products and services and to sustaining lucrative relationships with customers. 12 Chapter 1 Modern Project Management SNAPSHOT FROM

Raymond Carvers What We Talk About When We Talk About Love - Free Essay Example

Sample details Pages: 4 Words: 1343 Downloads: 7 Date added: 2017/09/20 Category Education Essay Type Argumentative essay Tags: Relationship Essay Short Story Essay Did you like this example? Love is undoubtedly one of the most frequently explored subjects in the literary world. Whether the focus is a confession of love, criticism of love, tale of love, or simply a tale about what love is, such literary pieces force readers to question the true meaning and value of love. Raymond Carver accomplishes this in his short story â€Å"What We Talk About When We Talk About Love. † As the unadorned setting and the personality of each character unfold, the reader realizes that Carver is making a grave comment on the existence of love. Carver utilizes strong contrast, imagery, and diction to ultimately suggest that love cannot be defined concretely and therefore cannot be defined in words, and because of this, it is better off unexplored. As the story opens, the reader is introduced to two couples. Nick and Laura epitomize the stereotypical â€Å"newlywed† relationship, meaning that they are still too fresh in love to realize each other’s shortcomings and question their love. Mel and Terri, on the other hand, have been together for five years, and though they still claim to love one another, a mutual underlying resentment for the other becomes evident as the story progresses. Knowing this, Nick and Laura are characterized as the young â€Å"fools in love†, and therefore, their opinions of love are not realistic. Despite Nick being the narrator, he only speaks up a few times to suggest that love is absolute. With such an outspoken narrator, Carver creates a unique situation in which Nick is overpowered in the conversation. This suggests that Nick is inexperienced with love and that his belief in his perfect loving relationship with Laura is just an illusion. Ironically enough, Mel dominates the dialogue of the story, yet he seems to be the most confused about the definition of love. His wife, Terri, speaks about her abusive ex-husband, Ed, and Mel claims that that relationship was not built on love. Several times, Me l scoffs, â€Å"If you call that love, you can have it† (174). However, it is eventually made clear that Mel knows more of what love isn’t than what love truly is. On page 178, Mel states, â€Å"†¦And it ought to make us feel ashamed when we talk like we know what we’re talking about when we talk about love. † In short, Mel is suggesting that none of the characters understand love, and those who think they do (Nick and Laura) are temporarily disillusioned. Additionally, Carver invalidates Nick and Laura’s comments on love by categorizing them as new fools in love, meaning that Nick’s comment about love being absolute is far from true. The contrast of the two couples relationships suggests that there are many forms and stages of love, which further disproves its absoluteness. In conclusion, the contrast of all four characters’ views questions both the existence and the verbal definition of true love. As the story unfolds fur ther, Mel continues to lead the group’s conversation. Carver incorporates significant imagery through this drunken character. First of all, Mel speaks of his wishes to be a knight so that he could have a suit of armor, which is a form of protection. However, on page 181 Nick states, â€Å"I read somewhere that they’d fall off their horses and not be able to get up because they were too tired to stand with all that armor on them. They got trampled by their own horses sometimes. † This is an analogy in the sense that the armor represents â€Å"walls† that people put up to protect and separate themselves from others. The horse represents the creature in which the man confides the most trust, which could also represent a person’s romantic partner. Therefore this image means that people who build â€Å"walls† (represented by the armor) around them actually hurt themselves in the end. In other words, even the animal that is most cared for in th e man’s life may end up killing him, which is the ultimate act of hatred. The horse killing the knight can also be interpreted as Carver explaining that love, whether it be between a knight and his horse or a married couple, is imperfect and does not last. This idea is suggested once more on the final pages of the story when Mel is hatefully talking about his ex-wife, Marjorie. On page 176, Mel admits, â€Å"But sometimes I have a hard time accounting for the fact that I must have loved my first wife too. But I did, I know I did. † However, Mel maliciously speaks of wishing to unleash a swarm of bees on her on pages 184 and 185. Mel’s hateful attitude toward Marjorie, the woman that he once loved, further proves that love is neither absolute nor eternal, and its’ beginning and end cannot be logically explained. In addition to Carver’s use of contrast and imagery, â€Å"What We Talk About When We Talk About Love† is written strategicall y with simplicity in both the diction and plot. As most of the action in the story revolves around drinking and replenishing the gin, a mental image of four characters drowning their sorrows and confusion concerning love is formed (yet this is never admitted). Nick, the narrator, limits his comments to physical movement and appearance of the characters, which at first glance suggests a skin-deep story about two couples; yet with a deeper analysis, it actually adds mood and overall importance to the meaning of Carver’s story. The setting is described at the beginning of the story very plainly. On page 170, Nick describes the scene as, â€Å"The four of us were sitting around his kitchen table drinking gin. † The simplicity found in Nick’s descriptions is reflected in all aspects of the story, as the setting remains still and static throughout. The lack of movement or excitement among the characters suggests that their love is also stagnant, or will soon be lifeless in Nick and Laura’s case. The combination of the lack of movement and the continuous intake of alcohol create a melancholy and creepy mood at the conclusion of the story. By the time the gin is polished off, the upbeat conversation in the first few pages has died down to an awkward, lonely silence. On page 185, Nick says, â€Å"Eat or not eat. Or keep drinking. I could head right on out into the sunset. This line illustrates a sudden loss of motivation and want- not only for food, but also for love itself. After hearing Mel and Terri’s gloomy stories about love, it seems that Nick and Laura silently realize that their destiny as a couple is doomed and that their infatuating love will not and cannot last. Mel and Terri are also immersed in this silent, drunken, and dispirited mindset, as if realizing that they are stuck in this rut of â€Å"love† that, at its core, is lacking passion. Also, on page 185, Nick narrates, â€Å"I could hear my heart beatin g. I could hear everyone’s heart. I could hear the human noise we sat there making, not one of us moving, not even when the room went dark. † Carver’s powerful use of diction in this closing line creates an idea for the whole story. Ironically, Nick mentions the heart of each one of them. Since the heart is the body part most associated with love, Nick hearing the characters’ hearts in the dark is a reflection of his emotions; Nick understands that each person can love, yet in the dark, the definition of love cannot been seen or understood. The diction in this line also ends the story ironically in that the characters are more confused and hopeless about love than they were in the beginning. With this understanding, Carver is implying that love is not absolute, and it should not be defined or analyzed. In conclusion, Carver’s â€Å"What We Talk About When We Talk About Love† insinuates that the individual is better off embracing love wi th his/her heart rather than mind, as the mind will only spoil any potential true beauty that love may offer. Don’t waste time! Our writers will create an original "Raymond Carvers What We Talk About When We Talk About Love" essay for you Create order

Multicultural Education versus the Common Culture Free Essays

Modernized education particularly makes it possible for every individual to develop as a fine individual that he ought to be. As a primary part of the society, each individual is entitled to an education that is made to give him the needed knowledge that he ought to receive for him to have a better outlook on life.   Certainly, education’s main aim is to create a possibility for each individual to develop as a fine member of the human society. We will write a custom essay sample on Multicultural Education versus the Common Culture or any similar topic only for you Order Now The common set-up of education has been originated from the local-based teaching and learning process. The students are taught by their teachers in a classroom with which the students belong to one race and are mostly having the same situation in an economic perspective. However, the common culture in providing education to the younger generation of each civilization already changed with the introduction of the new technologies and the modern system of economy as suggested by the global trade. Through the aims of economists to create a global market of people who are interconnected for the sake of the advancement of global economy, the introduction of modern technological communication devices were also made possible. The creation of network connections through the utilization of Internet has been a primary result of the said globalization movement. On the other face of the situation, it could be observed that another result of the said movement towards economic liberalization is that there are numerous immigrants who opt to transfer places or even countries to be able to cope up with the major changes in the society especially with regards the economic progress. As a result, several classrooms around the world are subjected to assisting students from different cultures, different races that are also having their own individual capabilities as per based form the race that they primarily belong to. Aside form this, the primary subjects that used to be the only topics that are discussed within the four walls of the classroom increased and were added up with particular social issues that mainly concerns the multi-racial classes that they handle. For this reason, this paper shall discuss the ethical issues, the educational problems and the teaching adjustments that are taken by educators in presenting their lessons to their classes. By doing so, the author of this paper then aims to particularly address the issues brought about by modernization towards the common culture that used to be the basis of knowledge enhancement during the past decades of human society. The importance of education in the human society has mainly made it a reason of debate among education enthusiasts and experts who are concerned on which type of education is actually more efficient for the society; common culture education or the multicultural education, which is currently a trend in the field of education. To know both sides of the argument, knowing what the both ids of the debate pertain to, would help much in the clearing of the issue. What is the Common Culture all about? Mostly, traditional educational institutions plainly deal with the outlined lessons that are supposed to be taught to the students. This includes subjects such as Mathematics, Language, Science, Crafts or Home Economics and History. These particular subjects are taught to a group of students who are coming from the same race and are having a common ground. Hence, the focus of the education is more on providing the students with the necessary knowledge that they need to incur for better individual developments rather than focusing on the social involvement of the young learners. It is by the outlined pattern of teaching common education that only the essential factors of life are taught to the students within the classrooms. While on the other hand, the social current events are to be learned by the students on their own way as it is pictured as a common responsibility of humans as major parts of the society. According to those who takes side in this part of the issue, common education helps the students understand the lessons fully since they are asked to focus only on the most essential factors of education that they need to know which are believed to have a great impact upon their lives later on. (Mayor, 1992, 13) Furthermore, the arguments pertain to the fact that teachers who are commissioned to teach only based on common culture education have a greater capability of addressing to their subjects more closely because they are less pressured to see to it that the students are also able to grasp the other subjects that are added up in multicultural education. (Cortes, 1976, 45) The Nature of Multicultural Education Because of the globalization movement that is presently adapted to by different countries around the world, immigration has become a common trend especially among entrepreneurs and other workers who find better lives in living abroad. As a result, education too has taken a new face of development. Because of the said advancements, the situation within classrooms became a mixture of students from different races trying to cope up with the subjects that are taught to them in a different setting as compared to their original locality’s traditional practice of teaching and educating students. To support this particular fact, the following report pertains to the fact that immigration is a great cause of social divisibility: â€Å"Most new immigrants to the United States are coming from Spanish speaking Latin American nations and from Asia rather than from Europe. Between 1981 and 1990, 87% of the legal immigrants to the United States came from non-European nations while 10% came from Europe. Most Asian immigrants came from China, Korea, the Philippines, and India while Mexico and nations in the Caribbean were leading sources of immigrants from the Americas.† (U.S. Bureau of the Census, 1994). True, many students in the United States alone came from different races around the world. Hence, to be able to create a common ground among the students, the inculcation of social studies within the curriculum is then realized to be among the most effective practice of teaching culturally divided students. As a result, Baker’s study on the issue has the following findings: â€Å"Teachers currently find themselves adrift in a seemingly endless sea of school reform literature and policies. Moreover, the often acrimonious, and increasingly politicized public debates about educational issues (phonics versus whole language, immersion versus English as a second language, basic skills versus problem solving)†¦ these practitioners face additional challenges, including poverty, violence, overcrowding, and huge bureaucracies, which drain precious energy from the primary goal of opening students’ minds.† (Baker, 97, Internet) From the findings cited above, it could be noticed that one of the particular results of the said adaptation to multicultural-based learning is the stress that is placed upon the teachers and the students. In addition, the subjects are doubled and thus more works and research are supposed to be completed, especially focusing upon social events that are currently reported. Certainly, these situations within the classrooms makes it hard for the educators and the learners to grasp as much as their minds could with the bundle of responsibilities that are required to them for learning their multi-cultural based subjects. In a more concise discussion, it could be observed that multicultural education simply aims to attend to the needs of the students of the present generation. Since globalization caused immigrants to fly to different countries abroad, attending to their needs as students is also essential for social development. The Ethical Issues Although the created curriculum for international classes are designed to help the students understand humanity as a whole and not as an individual race, it could not be denied that these particular subjects raise the questions of discrimination between the students. Most often than not, its either superiority or inferiority that the students feel towards their own race when they are given the chance to join international classes. Actually, the creation of international learning classes aims to open up the minds of the students to the fact that they are of a great importance to a growing society of a developed human civilization. This is the reason why it is necessary to address ethics within the subjects that are taught in classrooms. This is because of the fact that the lessons may address several issues on the connection of culture towards the particular ethical practices of the society. The educators should carefully address this while assisting their students understands the lessons that they ought to grasp. To be able to avoid being subjected to particular issues of ethics and problems alike, it is suggested that the students are taught about cultural equality starting from their pre-school years. â€Å"Young children can develop stereotypic viewpoints of cultures different from their own when similarities among all individuals are not emphasized. Teachers can help eliminate stereotypes by presenting material and activities that enable children to learn the similarities of all individuals. Circle time is particularly helpful in this respect, as it provides children with a feeling of group identity and introduces them to the variety of cultures represented in the class (Dixon and Fraser, 1986). This suggestion would actually work if the students are made to realize that discrimination is a social sickness that keeps the human civilization form progressing to the best possibilities that they could be, making their differences work for the sake of social development. The Involvement of Technology Technology has a great role in providing students from different countries the education that they need to know through the utilization of the Internet. People from all over the world are able to access education within the convenience that they are satisfied with. A part of this particular educational innovation with the integration of teaching and technology, it has been possible for this particular educational set up to host cultural crossover among students. It is through this particular advancement that students are able to learn about their classmates’ cultural background in a broader view of their importance in the society. It is by this process that the students are given a chance to see others in a more balanced way. Conclusion Education is a provision given to everyone. Not a single person should be denied of this provision whatever race he may come from. People from over the world are making several progresses pertaining to becoming globally connected to each other. The cultural crossover as a result of the globalization movement should then be used for the betterment of the entire human society. Through education and accurate knowledge of others’ worth to the society, the social issues and the ethical questions that are raised because of the differences of the races from each other could be gradually eliminated. Yes, education itself is the key to a more peaceful, progressive society that has particularly burst-out from a multicultural society. BIBLIOGRAPHY Dixon, G.T. Fraser, S. (1986). â€Å"Teaching Preschoolers in a Multilingual Classroom.† CHILDHOOD EDUCATION, 62, 4, 272-275. U.S. Bureau of the Census (1994). Statistical Abstract of the United States (114th ed.). Washington, D.C.: U.S. Government Printing Office. Cortes, Metcalf and Hawke (1976). Understanding You and Them: Tips for Teaching About Ethnicity. Bolder Colorado: ERIC Clearinghouse for Social Studies Education and Social Science Education Consortium. Gill, D., Mayor, B., Blair, M. (Eds.) (1992). Racism and Education: Structures and Strategies. London: Sage Publications Ltd. Hanvey, Robert G. (1978). An Attainable Global Perspective. Next Steps in Global Education: A Handbook For Curriculum Development, ed. William Kniep. New York: The American Forum. Internet Sources: Frederick J. Baker. (1999). Multicultural Versus Global Education: Why Not Two Sides of the Same Coin? http://www.csupomona.edu/~jis/1999/baker.pdf. (April 9, 2007). How to cite Multicultural Education versus the Common Culture, Essay examples

Our Town By Thornton Wilfer Essays - Our Town, Thornton Wilder

Our Town By Thornton Wilfer Thornton Wilder's Our Town spans twelve years in the life of Grover's Corners, New Hampshire. Throughout this time period the play portrays both routine daily life and major events in the lives of George Gibbs, Emily Webb, and their families. Present throughout is the Stage Manager who gives informal commentary and explanation of the play's characters and events. Although the play begins and ends in Grover's Corners, it ranges far beyond the village boundaries. As specific as the dates, places, and characters are, it is apparent that life in general rather than individual lives is the focus. The characters in the book go about life as if it truly were a scripted play. There is no spontaneity or excitement. I believe Wilder's purpose in this is to portray the importance of finding value above all price for even the smallest events in our daily lives. To appreciate everything without exception in life. Our claim, our hope, and our despair are what we make of them and only we have the power to change them. The scenery that surrounds us is not important, you should live life as full as you possibly can. You should always appreciate life, and most people do not. Others do, but not enough really understand that they shouldn't let life pass them by because who knows, this may be your only shot at it. I see Our Town not as a sad and sentimental play but as a celebration of daily life in the knowledge of death's inevitability. The tragedy in failing to grasp the value of common, routine events becomes evident in the cemetery scene at the end of Our Town. In her brief return to life, Emily realizes that she has let much of it slip past her attention. "It goes so fast" she cries. "We don't have time to look at one another." In tears she asks the Stage Manager, "Do any human beings ever realize life while they live it? Every, every minute?" He replies, "No...the saints and the poets maybe -- they do some." Unable to endure her grief, Emily is quite willing to return to the realm of the dead. Wilder once said, "The cause of man's unhappiness is not his failure to achieve or sustain greatness, but his failure to delight in the beauty of ordinary existence." I think he means that the cause of people's unhappiness is not the failure to achieve good things, but the failure to appreciate the beauty and value of daily life, no matter how plain or ordinary. I believe this is the understanding that he wanted readers to have after reading his play.

Why Did A Stalemate Develop On The Western Front Essays

Why Did A Stalemate Develop On The Western Front Essays Why Did A Stalemate Develop On The Western Front Paper Why Did A Stalemate Develop On The Western Front Paper World war: How the Stalemate was developed In this piece of work I will be exploring the events between the start of the world war and Christmas 1914 and Ill be looking on how the stalemate developed. With the Schlieffen plan a wash at the onset of the war and the resulting race to the sea leaving the opposing sides on an unending series of trench-building marathons until they were lined up from the Alps in the south to the North Sea in the north. With the complete and almost idiotic reasoning of high command to send wool-clad men against well-protected, well-sighted, machine-guns, barbed wire and later armoured barbed-wire, heavy artillery, and long-range accurate rifle fire the life span of a soldier was measured in seconds during some battles. With the defence heavy technologies of the time coupled with lack of innovation and advancement by the offense side the battles that may last for months having huge losses and maybe yards are the only gains. Germany in Belgium Germany aim was to attack France and pull them out of the War because by doing this Germany think they would have won the war in a midst of a couple of months. Germany couldnt go straight through France because heavily allies defended the Franco-German borders. The Schlieiffen plan had to be put to work. Germany thought they will be able to march through Belgium and Luxembourg to quickly knock France out of the war; they have done it before they will do it again. They would think that Russia would take time mobilise; it was an all-or-nothing gamble. The main route through Belgium would be through the flat plains of Flanders; 34 divisions would be use to march through Belgium and 8 divisions would be used to hold back the German advance from the German borders. The main place that German was aiming for was Paris; if Paris was surrounded France would have been able to fight back but wouldnt have success. German knew that Russia could take up to 6 weeks to mobilise their army and Germany knew that they had 6 weeks to go through Belgium to get to France. The only problem with the Schlieffen was that Germany depended on the action of the other four countries (France, Russia, Britain and Russia). If the Schlieffen plan was not followed all hell would break lose. Germany marched into Belgium but Germany was not so lucky because Belgium gathered all there soldiers and try to stop the German advance. The Belgiums knew that Germany was twice their size but they put up a resistance from there frontier forts which was bombed by Germans. Belgium had hide themselves in underground tunnels were they waited for the German but the Germans had bomb these tunnels killing many Belgium soldiers. But this brought time for the British and French Army to mobilise. The Battle of Mons The British Expeditionary Force deployed in the fields of Belgium, led by Sir John French. The BEF moved into position in front of Mons creating a line along the Mons-Condi Canal, they were just to the left of the French fifth Army. The BEF dug in along the side of the Mons Canal awaiting the advancing Germans, who were marching through Belgium following the Schlieffen Plan. After the defeat earlier by the Germans General Charles Lanrezac, asked French to hold their position along the canal for 24 hours while French and the BEF fell back. On the 23rd August the BEF were attacked by the German first Army. The German Infantry were advance was repelled by the British Infantry, the sustained a very large losses; almost 1600 British Soldiers were killed and wounded. But with the French Plan 17 abandoned the French force retreated to defend Paris but found that Germany were in Paris they tried their hardest to push Germany back. British also had no other alternative but to retreat as well. If the French had hold their position along the canal they may have been able to push the German advance back and not lose so many soldiers, they may have been able to defeat German. But Germany may have brought more troops in from Germany. The Battle of Marne The French were on defensive in September 1914 but the German were not doing well either. The German Supreme Moltke had to pull out 100,000 troops from the army advance from Paris because they found out that Russia had mobilise quicker than supposed to and had already invaded Germany. This was proved that the British and French were needed. Another problem that had sprung up within the German force was that their advance had been so fast that their food and ammunition couldnt keep up. The German soldiers were unfed and really exhausted. The German commander, Von Kluck couldnt go round Paris as it was planned because the further they get away from their border line the less supply that would be about to get to them. So they decided to advance straight towards it. While the German Advanced on no other choice that foot, the French diverted troops to Paris by railway and then they were put on the front, some of them were transported by taxi. The Germany army couldnt hold it any longer they were weary and overstretched. British and French forces combined were able to stop the German army along the River Marne. The British and the French had counter attacked and pushed the Germans back to the river Aisne, but they couldnt drive them out of France entirely. The Race to the Sea The Battle of Marne was a turning point, for all 3 countries. The best known Plan (Schlieffen) had failed and Germany was caught up in a two-front war. The German general realised that they couldnt break through the enemy lines; Moltke was replaced by commander Falkenhayn who decided the best way to get to your enemy lines was to outflank them his enemy lines. The German were digging in to guard themselves from the advancing allies. The charge went on 12th October. This became the race to the sea. The Germans charged west towards to the sea. Each army tried to outflank the other to achieve the benefit, the British and French moved troops to block the Germans whenever it seems like they are about to attempted to break through. The First Battle of Ypres The battle of Ypres was in Belgium, this was one of the key battles in the race to the sea. Still trying to break through each others trench line, from the 12th October to 11th November 1914 the BEF lost around 50,000 men and the Germans lost around 100,000; but the British held the important ground-they kept the control of the English Channel Ports which meant they could be supplied with equipments and reinforcements. By November 1914 there was a deadlock, the BEF had been slaughtered. The French had already suffered around 1 million dead or wounded in just 10 weeks. Despite all this happenings, the French army tried to break through the German lines in Artois and Champagne in December but they were beaten badly back with heavy losses. As 1914 ends, the fighting had reach stalemate which was to last until 1918. Digging Trenches The reason of why trenches were built was to prove them cover from their enemy snipers and shell bombs. Trenches stretched from the sea (the English Channel) to the west of the Alps in Switzerland this was known has the Western Front. The trenches were dug at seven feet deep and six feet wide, they had to put it in a zigzag pattern to prevent the enemy from shooting in a straight line. The space between the opposing on the Western Front was between 100 and 300 yards apart. On the Eastern Front and Middle East the areas on the battlefield was too vast and the distance from the factory that sells shells, bullets, concrete and barbed wire was so great that the trench warfare in the European style was not eventuate. There were three standard ways to dig a trench: entrenching, sapping and tunnelling. Entrenching, where a man would stand on the surface and dig downwards, was most efficient as it allowed a digging party to dig the length of the trench simultaneously. However, entrenching left the diggers exposed above ground and hence could only be carried out when free of observation such as in a rear area or at night. Sapping involved extending the trench by digging away at the end face. The diggers were not exposed but only one or two men could work on the trench at a time. Tunnelling was like sapping except that a roof of soil was left in place while the trench line was established then removed when the trench was ready to be occupied. The guidelines for British trench construction stated that it would take 450 men 6 hours (at night) to complete 250 metres of a front line trench system. Thereafter the trench would require constant maintenance to prevent deterioration caused by weather or shelling. Types of Weapons The types of weapons used in 1914 were things like machine guns which could cause a lot of damage and kill soldiers in the open, they could fire up to 600 bullets a minute, machine guns were deemed to be a mass destruction. Artillery was the new and upgraded cannon they could fire up to 170 million shells in that time. But the Germans have different plans, the German Scientist have been planning the biggest artillery ever known, its name was Big Bertha it was so powerful it can fire at the heart of Paris from 120 kilometres away. The shells were also upgraded. Instead of the ordinary shells, they had high-explosive shells which were thin casing and full of tiny lead pellets. This was so effective that it killed hundreds and thousands of men; it also blew of the ground which made hiding more difficult for the soldiers. Gas Grenades were very effective weapon; they were highly toxic and could kill someone in a instant. There were 3 main gas grenades. The first was Chlorine gas which was used in the Battle of Ypres, the second Phosgene gas and the third was Mustard gas. This burned the lungs of the inhaler leaving them to die in agony. Gas masks were issued to everyone in the country, but they werent so useful and many people died. Transportation greatly increased, as more troops were needed at battlefields and other places. British forces used everything from trains to Lorries and even taxis. They transported 500 men in 1914; 250 taxis took the reserve troops to the Battle of Marne and thousands of lorries were used to transport troops to Verdun in 1916. Tanks were known as The Chariots of God at First, they were giant blocks of metal that could carry 1-2 personnel and travelled at about 5 kilometres per hour. But scientists and developers kept making new and improved tanks and by 1918 the Anglo-American Mark 8th could carry up to 8 men, and at the same time fire 208 shells and up to 13,000 bullets. Although these beasts were powerful, they were not so reliable. Most broke down and a good example is the battle of Amiens. The British sent 525 tanks, and after four days, only 25 were left in working order. Rolls Royce also joined in the development of these tanks, by building their own armoured car! It could travel up to 88 kilometres and had 8mm machine guns. Planes were the new types of weapons use in advanced technological warfare. They had everything from mini scout planes to huge blimp like bombers called Zeppelins. Air warfare was not seen as important as any other type so it did not have its own category. Conclusion I think Germany invading Belgium is the most responsible for the stalemate, because if German hadnt invaded Belgium they wouldnt have gone through a series of Battles. German trust a plan that was made quite sometime ago which relied of the actions on the other countries around them which may have been different like it was. But if Belgium just let Germany thorough there country then Germany could have captured Paris quickly enough and kicked them out of the war and the war may have been finished by Christmas. But one different move may have changed the whole history of this from a 4 year war to a 5 months war. I think because of the actions of both Germany and Belgium the war was at stalemate. Belgium was a neutralised country they werent on any side so there wouldnt have been a problem with German forces marching through their country?

Using Más in Spanish as an Adverb, Noun, or Pronoun

Using Ms in Spanish as an Adverb, Noun, or Pronoun Ms is the word most commonly used in Spanish as the equivalent of more and sometimes most. It typically functions as an adverb but sometimes as an adjective or pronoun. Here is a guide to its usage: Using Ms to Mean ‘More’ or ‘Most’ In its most simple use, ms can come before an adjective or adverb to mean more or most, depending on the context. In the same way, ms is often the equivalent of the English suffix -er or -est.  ¿Cul es el idioma ms fcil para aprender? (What is the easiest language to learn?)Es ms difà ­cil vivir en el à ©xito. (It is more difficult to live with success.) ¿Si me baà ±o en cloro serà © ms blanco? (If I bathe in chlorine, will I be whiter?)La propulsià ³n warp de Star Trek se usa para viajar ms rpido que la luz. (Star Treks warp propulsion is used to travel faster than light.)El monte Fujiyama es conocido como la ms hermosa montaà ±a en la Tierra. (Mount Fujiyama is known as the most beautiful mountain on Earth.) When it comes before a noun, ms can function as a masculine or feminine adjective and also be translated as more. Its use as an adjective to mean most is possible but uncommon. Hay ms felicidad en dar que en recibir. (There is more happiness in giving than in receiving.)Puedes enviar una invitacià ³n por correo electrà ³nico a dos o ms personas a la vez. (You can send an invitation by email to two or more people at a time.) ¿Causa la contaminacià ³n del aire ms muertes extra al aà ±o que el tabaco? (Does air pollution cause more additional deaths each year than tobacco?) Ms can also function as a pronoun in the same way where it substitutes for ms noun: Tengo ms que tà º. (I have more than you.)Compramos ms cuando tenemos hambre. (We are buying more when we are hungry.)Lo ms que puedes lograr es ser nà ºmero dos. (The most you can accomplish is to be number two.) Ms Que vs. Ms De The phrase more than is nearly always translated as ms de or ms que. However, the two phrases are used in different ways, arent interchangeable, and should not be confused with each other. Ms de is used with numbers and quantities: Las olas, de ms de siete metros de altura, hicieron estragos. (The waves, more than 7 meters high, created havoc.)Habà ­a ms de un mil espectadores. (There were more than 1,000 spectators.)Es importante beber ms de dos litros de agua al dà ­a. (It is important to drink more than two liters of water per day.) Ms que is used otherwise. As in the second example below, an adjective or adverb can come between the ms and the que. Hoy te amo ms que ayer. (I love you more today than yesterday.)La paz es ms difà ­cil que la guerra. (Peace is more difficult than war.)Somos mucho ms que amigos. (We are much more than friends.) Using Ms With Verbs Although ms is often translated as more when used as an adverb following a verb, often it is better to let the context suggest a different translation:  ¡No puedo vivir ms con mis padres! (I cant live any longer with my parents!)Pienso ms cuando no hay distracciones. (I think better when there arent any distractions.)Esta pilas recargables duran ms. (These rechargeable batteries last longer.) Using Ms in Arithmetic In mathematical formulas, ms is the equivalent of plus: Dos ms dos es igual a cuatro. (Two plus two equals four.)La suma de cero ms cualquier nà ºmero da dicho nà ºmero. (The sum of zero plus any number gives that number.) Ms vs. Mas Ms should not be confused with mas, even though the two words sound alike and come from the same origin. Mas is a preposition meaning but. You wont hear it used very often- mas has a mostly literary use and in real life the word choice for but is pero. Centuries ago, ms and mas started out as the same word, with the former eventually getting the accent because it would get the stress as its more and but meanings diverged. Key Takeaways Ms is usually used as an adverb to mean more or most.Ms can also be used as an adjective or pronoun meaning more.Ms and mas are not the same word; the latter is a literary word meaning but.

Comparing and contrasting poems Essay Example | Topics and Well Written Essays - 1250 words

Comparing and contrasting poems - Essay Example On the other hand, Claude McKay was born in another century, in 1890. He was a Jamaican who immigrated to America at the age of twenty three. Claude McKay is famous for his more of a renegade style that talks about liberation and equality for the oppressed minorities of America. While Morales’ poem instigates your mind to realize and acknowledge the ethnic and racial diversity in America, McKay’s poem truly brings forth the Harlem Renaissance where he embraces and denounces America at the same time. Hence, both poems are similar because of the immigrant blood both poets possess, yet different in the way they deal with this. The form of â€Å"Child of the Americas† and â€Å"America† by Morales and McKay respectively, differs. â€Å"Child of the Americas† has a very ambiguous form that also depicts the confusion of the poet. The first stanza is composed of eight lines while the following two are of six lines each. The poem ends with a single, sure line that comes after a couplet. â€Å"America,† on the other hand, is written in the format of a sonnet with three quatrains and a concluding couplet. Both poets although squabbling with the entity that is America, are proud of who they are. Their American identity as a colored person is something they cherish and acknowledge. While Morales speaks â€Å"English with passion,† McKay loves â€Å"this cultured hell.† McKay opines that although life in America is tough especially when one has to face segregation on the basis of race, he still loves this country because it makes him grow tough and resilient. And although it is a huge country compared to his smallness or the minority of his race, but still it makes him strong enough to be a rebel and stand up to its oppression. Morales and McKay are similar in their poetic expression: Morales has used the impersonation technique to symbolize different ethnicities as an American whereas Claude McKay has personified America as almost equivalent to a

Madonna Granduca Painting Essay Example | Topics and Well Written Essays - 1250 words

Madonna Granduca Painting - Essay Example The essay "Madonna Granduca Painting" focuses on the painting of Madonna Granduca. It is painted with oil on wood and is the size of 84 x 55. The painting shows Madonna holding a baby in her arms. The background is black with the main focus on the baby, with Madonna as the secondary figure of the portrait. The hands of Madonna are holding the baby, with one arm under the baby and one on the stomach, with the presentation of the child on the side. This position is what provides the main focus to the child. The pose that Madonna has is facing the canvas and is in the middle of the portrait. Her head is slightly tilted to the side, which also points toward the child as the main figure. Her eyes in this particular portrait are closed and pointing downward, specifically to show a presentation of care for the child. The hand of the child is on the heart of Madonna, which shows the relationship between the two. The pose that is in this painting is able to show the sacredness of the child as well as the motherly figure that is a part of Madonna. The colors that are used with this painting also help with the association of the child as the main figure. The background being black helps to present the portrayal of the child. The contrast with the child is from the cream and peach texture and color that stands out as the brighter part of the picture. The Madonna is wearing a green robe and red dress, both which fade into the bottom part of the picture. The texture that is used with the colors is richer.

Study on the Outcome of Damage Control Surgery

Study on the Outcome of Damage Control Surgery A RETROSPECTIVE STUDY ON THE OUTCOME OF DAMAGE CONTROL SURGERY IN SPMC FROM YEAR 2005 TO 2010. A RETROSPECTIVE STUDY Submitted by: Chris George C. Pales, MD Co-Author: Benedict Edward P. Valdez, MD INTRODUCTION: WHAT IS THE TOPIC ALL ABOUT? The traditional approach to combat injury care is surgical exploration with definitive repair of all injuries. This approach is successful when there is limited number of injuries. These are usually performed in patients with unstable conditions such as profound hemorrhagic shock which known to affect the over-all survival of the patient. Prolonged operative times and persistent bleeding lead to the lethal triad of coagulopathy, acidosis, and hypothermia, resulting in a mortality of about 90%. The Three stages of damage control are as follows: Control of hemorrhage and contamination. Also known as bail-out surgery is the first stage. It is a life-saving procedures and is rapidly performed by the surgeon. The main goal this time is to control blood loss and minimizing contamination. It includes control of hemorrhage from bleeding major vessels and solid organs through packing of abdomen, deviation from intestinal anastomosis and temporary closure of abdomen. Resuscitation: Once control of hemorrhage is achieved, patient is now transferred to ICU for correction of any derangement. Rewarming of the patient to avoid hypothermia, correction of blood loss, hydration and stabilization of BP, and avoiding coagulopathy. Reoperation. One patient has been stabilized, especially within 24-48 hours, definite procedure will be done at operating room. WHAT IS ALREADY KNOWN ABOUT THE TOPIC? Damage control surgery is relatively new technique, about 20 years old. It is well recognized that trauma patients especially those with profound shock has a higher chance to die secondary to intra-operative metabolic failure than from the trauma itself. The analogy of damage control surgery is to stop all haemorrhage and gastrointestinal spillage as quickly as possible while patient is having unstable vital signs at the operating room. It is coined from a U.S. Navy technique which is â€Å"the capacity of a ship to absorb damage and maintain mission integrity.† Speed of decision and surgery in severely injured trauma patients is the key to avoid death to patient. The well recognized consequence of hypovolemic, hypothermic patient is what we call the â€Å"lethal triad.† It comprises the vicious cycle of hypothermia, acidosis, and coagulopathy. It is a viscous cycle that is very lethal if not recognized and controlled immediately. Patient who is stable with acceptable laboratory results, good ventilator response, non-hypothermic, are then returned to the operating for the â€Å"definitive operation.† (figure 1). Bowel anastomoses and colostomy maturation, definitive vascular repair, removal of hemostatic packing, and closure of abdominal fascia where is done. Figure 1. The documented mortality for the damage control approximately 50% with a documented morbidity of approximately 40% as summarized in the following table. WHAT IS NOT YET KNOWN ABOUT THE TOPIC? With the advent of modern technology and numerous studies, what is the outcome of patients undergoing Damage control surgery in SPMC from January 1, 2005 to December 31, 2010. WHAT IS THE SIGNIFICANCE OF THE STUDY? This study will give us data on the effectiveness of Damage Control Surgery done at SPMC from January 1, 2005 – December 31, 2010. It will give the surgeons the data of factors that determine the outcome of damage control surgery, thus giving ways of improving healthcare management to patients. WHAT WILL THIS STUDY DO? General Objective: The study aims to determine the outcome of damage control surgery done in SPMC from January 1, 2005 to December 31, 2010 Specific Objective: To describe the demographic and clinical profile of patients who underwent damage control surgery To determine the number of patients who underwent definitive surgical procedure after damage control surgery 3. To determine the mortality rate of patients who underwent undergoing damage control surgery in SPMC from January 1, 2005 to December 2010. 4. To determine the factors that affects the outcome of patients undergoing damage control surgery in SPMC from January 1, 2005 to December 2010 in terms of nature of injury, time of operation from injury and pre-operative vital signs. Patient’s Demographic Profile Describe the trauma patients according to the following variables: Sociodemographic characteristics Age Sex Clinical characteristics: Pre-operative vital signs Associated Injuries GCS score Organs Involved Co-morbidities Determine the interventions and clinical outcome of patients Duration of Operation Operations performed Mortality rate Re-operation performed Disposition Figure 1. Conceptual Framework METHODOLOGY General Design The study employed is a retrospective, descriptive study design. Chart review of all patients who underwent damage control surgery during January 1, 2005 to 2010 will be done by the author with the permission of the medical records section and the hospital research committee. Setting The study will be will be conducted at Southern Philippines Medical Center, a tertiary hospital in Davao City in June 2013. PARTICIPANTS: INCLUSION CRITERIA: This study will include all patients admitted and underwent Damage control surgery at Southern Philippines Medical center in 2005-2010. Damage control surgery includes resection of major injuries to the gastrointestinal tract without re-anastomosis; control of hemorrhage through peri-hepatic packing and temporary closure of abdomen and use of an alternate closure of a cervical incision, thoracotomy, laparotomy, or site of exploration of an extremity. EXLCLUSION CRITERIA: None SAMPLING PROCEDURES: The study subjects (target population) of this research are the patients admitted and underwent Damage control surgery at Southern Philippines Medical Center in 2005-2010. Randomization: None DATA GATHERING Dependent Variable: Number of Damage Control Surgery from 2005-2010 Main outcome measures and other dependent variables: Number of patients who expired and number of patients survived. Independent Variables Age and Sex Nature of injury Time of intervention from time of injury Pre-Operative vital signs Glasgow coma scale Organs involved Duration of Operation Availability of Blood Interventions: None Data Handling and Analysis: All data will be computed as to the mortality rate by computing the number of patients who expired to the total number of patients who underwent Damage control surgery. Furthermore, determination of mortality will be computed by computing the ratio of mortality as of Age and Sex, Nature of injury, Time of operation from injury and Pre-op vital signs, Duration of Operation, Availability of blood, Organs involved. ETHICAL CONSIDERATIONS Ethics Review The proponent of the study will secure an approval from the Cluster Ethics Research Committee of The Southern Philippines Medical Center prior to doing the research. A similar approval is also secured from the Department of Surgery of the same institution with the approval of a consultant in-charge. Privacy No phone calls or home visits as follow up to participants. Confidentiality The researchers will not disclose the identities of the patients at any time. The data obtained during the study will be under the Department of Surgery of Southern Philippines Medical Center and will be kept in confidentiality. Extent of Use of Study Data The data collected by the researcher will only be used to answer the objectives of stated in the protocol. Data will be available to others as a finished paper. Authorship and Contributorship The main proponent of the study is the main author and researcher of the study. Consultant guidance and support will be provided Dr. Benedict Valdez, head of Section of Trauma, Department of Surgery, SPMC. He is the co-author who will aide in the study design. A professional statistician will help in the study write-up and data analysis. The author and co-author gives consent to use the data collected for further research. Conflicts of Interest The main proponent and the co-authors declare no conflict of interest. Publication The research will be submitted for national and international publication groups and may be chosen for publication. In all portions in the paper, the author and co-authors will be duly acknowledged. Funding The main proponent of the study is using personal funds to conduct the study. Funding of the braces will depend on the patients and their guardians . REFERRENCES Schwartz book of Surgery 8th Edition by F. Charles Brunicardi Trauma, Fifth Edition by David Feliciano, MD A logical approach to trauma – Damage control surgery Shibajyoti Ghosh, Gargi Banerjee, Susma Banerjee, D. K. Chakrabarti Department of Surgery, R. G. Kar Medical college, West Bengal, India. Townsend: Sabiston Textbook of Surgery, 17th ed., Copyright  © 2004 Elsevier Combat Damage Control Resuscitation: Today and Tomorrow ;Colonel Lorne H. Blackbourne, MDUS Army Institute of Surgical Research, 3400 Rawley E. Chambers Ave. Fort Sam Houston, TX 78234USA Damage Control: Beyond the Limits of the Abdominal Cavity. A Review Maeyane S. Moeng, MB, BCh, FCS(SA),1 Jerome A. Loveland, MB, BCh, FCS(SA),2 and Kenneth D. Boffard, BSc(Hons), MB, BCh, FRCS, FRCS(Edin), FRCPS(Glas), FCS(SA), FACS, FCS(SA) Feasibility of Damage Control Surgery in the Management of Military Combat Casualties Ben Eiseman, MD, Ernest Moore, MD, Daniel Meldrum, MD, Christopher Raeburn MD DUMMY TABLES TABLE 1: Demographics and Clinical Characteristics. TABLE 2: OUTCOME TABLE 3: BUDGET TABLE 4: TIMETABLE CURRICULUM VITAE Name: Chris George C. Pales Address: Unit 303, Palmetto Place, Maa road, Davao City Telephoneà ¢Ã¢â€š ¬Ã‚ ¨Cell: 09238060856 Phoneà ¢Ã¢â€š ¬Ã‚ ¨Email: [emailprotected]/[emailprotected] Personal Informationà ¢Ã¢â€š ¬Ã‚ ¨ Date of Birth: April 9, 1983 à ¢Ã¢â€š ¬Ã‚ ¨Place of Birth: Koronadal City, South Cotabato à ¢Ã¢â€š ¬Ã‚ ¨Citizenship: Filipino à ¢Ã¢â€š ¬Ã‚ ¨Status: Married à ¢Ã¢â€š ¬Ã‚ ¨Gender: Male Education: Elementary: Kipalbig Elementary School, Kipalbig, Tampakan, South Cotabato (SY 1990-1996) High School: Notre Dame of Marbel University, Koronadal, South Cotabato (SY 1996-2000) Colllege: West Visayas State University, Iloilo City (SY 2000-2004) Medicine: West Visayas State University, Iloilo City (SY 2004-2008) DATA COLLECTION SHEET A RETROSPECTIVE STUDY ON THE OUTCOME OF DAMAGE CONTROL SURGERY IN SPMC FROM YEAR 2005 TO 2010. A RETROSPECTIVE STUDY Chris George C. Pales, MD/Benedict Edward P. Valdez, MD Hospital #: Age: Sex: NATURE OF INJURY Stab wound______ Gunshot wound______ Blunt Trauma______ Penetrating Injuries______ VITAL SIGNS ON ADMISSION BP: HR: RR: TEMP: GCS score: TIME OF ARRIVAL SINCE INJURY _______ Minutes _______ Hours _______ Days DURATION OF OPERATION: UNITS OF BLOOD TRANSFUSED: INTRA-OP VITAL SIGNS: BP: CR: ORGANS INVOLVED: RE-OPERATION DONE FOR DEFINITIVE PROCEDURE? ____Yes ____No NUMBER OF HOSPITAL STAY: DISPOSITION: ______DISCHARGED IMPROVED ______DIED CAUSE OF DEATH:

Final Exam: Corporations Essay

Question 1: Buttercup Corporation issued 250 shares of $11 par value common stock for $4,125. Prepare Buttercup’ journal entry. Question 2: Wilco Corporation has the following account balances at December 31, 2012. Common stock, $5 par value $511,670 Treasury stock 95,260 Retained earnings 2,400,840 Paid-in capital in excess of par 1,320,150 Prepare Wilco’s December 31, 2012, stockholders’ equity section Question 3: Woolford Inc. declared a cash dividend of $1.38 per share on its 2.22 million outstanding shares. The dividend was declared on August 1, payable on September 9 to all stockholders of record on August 15. Prepare the journal entries necessary on those three dates. Question 4: The outstanding capital stock of Pennington Corporation consists of 3,100 shares of $109 par value, 6% preferred, and 5,700 shares of $52 par value common. Assuming that the company has retained earnings of $83,000, all of which is to be paid out in dividends, and that preferred dividends were not paid during the 2 years preceding the current year, state how much each class of stock should receive under each of the following conditions. Question 5: Martinez Company’s ledger shows the following balances on December 31, 2012. 5% Preferred stock-$10 par value, outstanding 22,480 shares $224,800 Common stock-$100 par value, outstanding 33,720 shares 3,372,000 Retained earnings 708,120 Assuming that the directors decide to declare total dividends in the amount of $298,984, determine how much each class of stock should receive under each of the conditions stated below. One year’s dividends are in arrears on the preferred stock. Question 6: On January 1, 2012, Barwood Corporation granted 5,040 options to executives. Each option entitles the holder to purchase one share of Barwood’s $5 par value common stock at $50 per share at any time during the next 5 years. The market price of the stock is $72 per share on the date of grant. The fair value of the options at the grant date is $154,000. The period of benefit is 2 years. Prepare Barwood’s  journal entries for January 1, 2012, and December 31, 2012 and 2013. Question 7: Rockland Corporation earned net income of $340,800 in 2012 and had 100,000 shares of common stock outstanding throughout the year. Also outstanding all year was $908,800 of 10% bonds, which are convertible into 18,176 shares of common. Rockland’s tax rate is 40 percent. Compute Rockland’s 2012 diluted earnings per share. Question 8: DiCenta Corporation reported net income of $250,000 in 2012 and had 50,000 shares of common stock outstanding throughout the year. Also outstanding all year were 5,410 shares of cumulative preferred stock, each convertible into 2 shares of common. The preferred stock pays an annual dividend of $5 per share. DiCenta’ tax rate is 40%. Compute DiCenta’ 2012 diluted earnings per share. Question 9: Ferraro, Inc. established a stock appreciation rights (SAR) program on January 1, 2012, which entitles executives to receive cash at the date of exercise for the difference between the market price of the stock and the pre-established price of $24 on 5,050 SARs. The required service period is 2 years. The fair value of the SAR’s are determined to be $6 on December 31, 2012, and $13 on December 31, 2013. Question 10: Hillsborough Co. has an available-for-sale investment in the bonds of Schuyler with a carrying (and fair) value of $88,020. Hillsborough determined that due to poor economic prospects for Schuyler, the bonds have decreased in value to $57,020. It is determined that this loss in value is other-than temporary. Prepare the journal entry, if any, to record the reduction in value. Question 11: Capriati Corporation made the following cash purchases of securities during 2012, which is the first year in which Arantxa invested in securities. 1. On January 15, purchased 11,700 shares of Gonzalez Company’s common stock at $43.55 per share plus commission $2,574. 2. On April 1, purchased 6,500 shares of Belmont Co.’s common stock at $67.60 per share plus commission $4,381. 3. On September 10, purchased 9,100 shares of Thep Co.’s preferred stock at $34.45 per share plus commission $6,383. On May 20, 2012, Capriati sold 3,900 shares of Gonzalez Company’s common stock at a market price of $45.50 per share less brokerage commissions, taxes, and fees of $3,705. The year-end fair values per share were: Gonzalez $39.00, Belmont $71.50, and Thep $36.40. In addition, the chief accountant of Capriati told you that Capriati Corporation plans to hold these securities for the long term but may sell them in order to earn profits from appreciation in pri ces. Question 12: (Journal Entries for Fair Value and Equity Methods) Presented below are two independent situations. Prepare all necessary journal entries in 2012 for each situation. Situation 1 Hatcher Cosmetics acquired 10% of the 207,400 shares of common stock of Ramirez Fashion at a total cost of $15 per share on March 18, 2012. On June 30, Ramirez declared and paid a $80,200 cash dividend. On December 31, Ramirez reported net income of $123,500 for the year. At December 31, the market price of Ramirez Fashion was $18 per share. The securities are classified as available-for-sale. Situation 2 Holmes, Inc. obtained significant influence over Nadal Corporation by buying 25% of Nadal’s 30,800 outstanding shares of common stock at a total cost of $9 per share on January 1, 2012. On June 15, Nadal declared and paid a cash dividend of $43,800. On December 31, Nadal reported a net income of $90,500 for the year. Question 13: (Equity Method) Gator Co. invested $1,380,000 in Demo Co. for 25% of its outstanding stock. Demo Co. pays out 40% of net income in dividends each year. Use the information in the following T-account for the investment in Demo to answer the following questions. Question 14: (Fair Value and Equity Method Compared). Gregory Inc. acquired 20% of the outstanding common stock of Handerson Inc. on December 31, 2012. The purchase price was $1,320,000 for 50,000 shares. Handerson Inc. declared and paid an $0.87 per share cash dividend on June 30 and on December 31, 2013. Handerson reported net income of $741,000 for 2013. The fair value of Handerson’s stock was $32 per share at December 31, 2013. Question 15: (Call Option). On January 2, 2012, Jones Company purchases a call option for $450 on Merchant common stock. The call option gives Jones the option to buy 1,000 shares of Merchant at a strike price of $50 per share. The market price of a Merchant share is $50 on January 2, 2012 (the intrinsic value is therefore $0). On March 31, 2012, the market price for Merchant stock is $60 per share, and the time value of the option is $200. Question 16: In 2012, Amirante Corporation had pretax financial income of $207,000 and taxable income of $166,400. The difference is due to the use of different  depreciation methods for tax and accounting purposes. The effective tax rate is 40%. Compute the amount to be reported as income taxes payable at December 31, 2012. Question 17: At December 31, 2012, Fell Corporation had a deferred tax liability of $732,802, resulting from future taxable amounts of $2,155,300 and an enacted tax rate of 34%. In May 2013, a new income tax act is signed into law that raises the tax rate to 42% for 2013 and future years. Prepare the journal entry for Fell to adjust the deferred tax liability. Question 18: AMR Corporation (parent company of American Airlines) reported the following for 2009 (in millions). Service cost $405 Interest cost on P.B.O 736 Return on plan assets 825 Amortization of service cost 29 Amortization of loss 66 Compute AMR Corporation’s 2009 pension expense (in millions). Question 19: For Warren Corporation, year-end plan assets were $2,094,700. At the beginning of the year, plan assets were $1,762,400. During the year, contributions to the pension fund were $120,000, and benefits paid were $200,000. Compute Warren’s actual return on plan assets. Question 20: For 2010, Campbell Soup Company had pension expense of $48 million and contributed $296 million to the pension fund. Prepare Campbell Soup Company’s journal entry to record pension expense and funding. Question 21: Lahey Corp. has three defined-benefit pension plans as follows. Pension Assets (at Fair Value) Projected Benefit Obligation Plan X $637,500 $504,000 Plan Y 902,200 739,900 Plan Z 584,600 713,200 How will Lahey report these multiple plans in its financial statements? Question 22: For 2012, Sampsell Inc. computed its annual postretirement expense as $278,680. Sampsell’s contribution to the plan during 2012 was $185,750. Prepare Sampsell’s 2012 entry to record postretirement expense. Question 23: Wertz Corporation decided at the beginning of 2012 to change  from the completed-contract method to the percentage-of-completion method for financial reporting purposes. The company will continue to use completed-contract method for tax purposes. For years prior to 2012, pre-tax income under the two methods was as follows: percentage-of-completion $143,000, and completed-contract $65,800. The tax rate is 32%. Prepare Wertz’s 2012 journal entry to record the change in accounting principle. Question 24: In 2012, Bailey Corporation discovered that equipment purchased on January 1, 2010, for $50,000 was expensed at that time. The equipment should have been depreciated over 5 years, with no salvage value. The effective tax rate is 29%. Prepare Hiatt’s 2012 journal entry to correct the error. Question 25: At January 1, 2012, Beilder Company reported retained earnings of $2,027,300. In 2012, Beilder discovered that 2011 depreciation expense was understated by $442,300. In 2012, net income was $931,270 and dividends declared were $204,310. The tax rate is 38%. Complete the 2012 retained earnings statement for Beilder Company. Question 26: Simmons Corporation owns stock of Armstrong, Inc. Prior to 2012, the investment was accounted for using the equity method. In early 2012, Simmons sold part of its investment in Armstrong, and began using the fair value method. In 2012, Armstrong earned net income of $81,100 and paid dividends of $90,400. Prepare Simmons’s entries related to Armstrong’s net income and dividends, assuming Simmons now owns 11% of Armstrong’s stock. Question 27: Manno Corporation has the following information available concerning its postretirement benefit plan for 2012. Service cost $53,750 Interest cost 58,360 Actual return on plan assets 40,190 Compute Manno’s 2012 postretirement expense Question 28: Ravonette Corporation issued 310 shares of $13 par value common stock and 130 shares of $47 par value preferred stock for a lump sum of $17,500. The common stock has a market price of $22 per share, and the preferred stock has a market price of $98 per share. Prepare the journal entry to record the issuance Question 29: Garfield Company purchased, as a held-to-maturity investment, $82,400 of the 9%, 8-year bonds of Chester Corporation for $73,919, which provides an 11% return. Prepare Garfield’s journal entries for (a) the purchase of the investment and (b) the receipt  of annual interest and discount amortization. Assume effective interest amortization is used. Question 30: Clydesdale Corporation has a cumulative temporary difference related to depreciation of $606,600 at December 31, 2012. This difference will reverse as follows: 2013, $43,100; 2014, $264,300; and 2015, $299,200. Enacted tax rates are 34% for 2013 and 2014, and 40% for 2015. Compute the amount Clydesdale should report as a deferred tax liability at December 31, 2012

Green Sea Urchin Fact Sheet

With its sharp-looking spines, the green sea urchin may look frightful, but to us, it is mostly harmless. Sea urchins arent poisonous, although you might get poked by a spine if youre not careful. In fact, green sea urchins can even be eaten. Here you can learn some facts about this common marine invertebrate. Sea Urchin Identification Green sea urchins can grow to about 3 across, and 1.5 high. They are covered in thin, short spines. The sea urchins mouth (called Aristotles lantern) is located on its underside, and its anus is on its top side, in a spot that is not covered with spines. Despite their immobile appearance, sea urchins can move relatively quickly, like a sea star, using their long, thin water-filled tube feet and suction. Where to Find Sea Urchins If youre tide pooling, you might find sea urchins underneath rocks. Look closely - sea urchins may camouflage themselves by attaching algae, rocks, and detritus to their spines. Classification Kingdom: AnimaliaPhylum: EchinodermataClass: Echinoidea Order: CamarodontaFamily: StrongylocentrotidaeGenus: StronglyocentrotusSpecies: droebachiensis Feeding Sea urchins feed on algae, scraping it off of rocks with their mouth, which is made up of 5 teeth collectively called Aristotles lantern. In addition to his work and writings on philosophy, Aristotle wrote about science, and sea urchins - he described the sea urchins teeth by saying they resembled a lantern made of horn that had 5 sides. Thus the urchins teeth came to be known as Aristotles lantern. Habitat and Distribution Green sea urchins are found in tide pools, kelp beds, and on rocky ocean bottoms, to areas as deep as 3,800 feet. Reproduction Green sea urchins have separate sexes, although it is difficult to tell males and females apart. They reproduce by releasing gametes (sperm and eggs) into the water, where fertilization takes place. A larva forms and lives in the plankton for up to several months before it settles on the sea floor and eventually turns into an adult form. Conservation and Human Uses Sea urchin roe (eggs), called uni in Japan, are considered a delicacy. Maine fishermen became huge suppliers of green sea urchins in the 1980s and 1990s, when the ability to fly urchins overnight to Japan opened an international market for urchins, creating a Green Gold Rush, in which millions of pounds of urchins were harvested for their roe. Overharvesting amid a lack of regulation caused the urchin population to bust. Regulations now prevent overharvesting of urchins, but populations have been slow to recover. The lack of grazing urchins has caused kelp and algae beds to flourish, which in turn has increased crab populations. Crabs love to eat baby urchins, which has contributed to the lack of recovery of urchin populations. Sources Clark, Jeff. 2008. After the Gold Rush (Online) Downeast Magazine. Accessed Online June 14, 2011.Coulombe, Deborah A. 1984. The Seaside Naturalist. Simon Schuster.Daigle, Cheryl and Tim Dow. 2000. Sea Urchins: Movers and Shakers of the Subtidal Community (Online). The Quoddy Tides. Accessed June 14, 2011.Ganong, Rachel. 2009. Return of the Urchin?(Online). Times Record. Accessed June 14, 2011 - no longer online as of 5/1/12.Kiley Mack, Sharon. 2009. Maine Sea Urchins Making a Slow Recovery (Online) Bangor Daily News. Accessed June 14, 2011.Maine Department of Marine Resources. Green Sea Urchins (Strongylocentrotus drobachiensis) in Maine - Fishery, Monitoring, and Research Information. (Online) Maine DMR. Accessed June 14, 2011.Martinez, Andrew J. 2003. Marine Life of the North Atlantic. Aqua Quest Publications, Inc.: New York.Meinkoth, N.A. 1981. National Audubon Society Field Guide to North American Seashore Creatures. Alfred A. Knopf, New York.

A World Lit Only by Fire Reading Guide Essay - 3337 Words

Regine Jackson AP European History A World Lit Only by Fire Reading Guide Part One: The Medieval Mind 1. I know both the Middle Ages and Renaissance took place in Europe. The Middle Ages were terrible times marked by plagues, primitive agricultural machinery, war and lack of proper sanitation. The Renaissance occurred later in Europe, and that was marked by the rebirth of interest in art and intellectual capability. Art usually intertwined religion. 2. Manchester supported using the term â€Å" Dark Ages† to describe the historical period between 400 BCE and 1000 BCE due to the lack of intellectual life, â€Å"incessant war†, where multiple groups, including the Goths and Huns took part in the massacre and pillaging of villages. 3. The many†¦show more content†¦Part Two: The Shattering 18. This passage suggests that the way history is perceived is based on the effect it has on current events rather than the possibilities of its long term effects. 19. Magellans discovery of the Philippines was significant because it proved the world was round. He provided a â€Å"linchpin† for the Renaissance by giving others the means of challenging medieval assumptions. 20. European â€Å"life became very cheap† in the late 1400s and early 1500s because: bubonic plague syphilis pneumonia Spanish Inquisition 21. The unchristian acts of the five popes during Magellans lifetime included: Innocent VIII (1484-1492) -forged papal bills Julius II (1561-1564) – watched the murders of Christians for amusement Sixtus IV (1471-1485) -anointed family members as cardinals; conspired murder Alexander VI (1492- 1503) – buying off leading candidates Leo X (1513-1521) -appointed members of family into church; illegitimate children 22. Girolamo Savonarola was a Dominican friar who spoke against the Church and wanted the current pope at the time, Alexander VI, to beShow MoreRelatedMeaning of Fire in Fahrenheit 451 Essay758 Words   |  4 PagesIt is only once in a while a book comes along so great in its message, so frightening in its inferred meaning’s of fire as in Fahrenheit 451. Fire which is used as a symbol of chaos, destruction, and death can also lead to knowledge. Fire has 3 different meanings. Fire represents change which is shown through Montag’s symbolic change from using fire to burn knowledge into using fire to help him find knowledge; fire can represent knowledge as demonstrated through Faber, and fire can represent rebirthRead MoreObservation Report #4. The Easter Vigil: Holy Family Catholic1052 Words   |  5 Pages The Easter Vigil announces that God is the light of the world. It is the passage fr om darkness to light, as darkness symbolizes sin and death and light symbolizes the Risen Christ. 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